Training on Organizational Management focusing on

Voluntary Service & Youth NGOs

Report of the study session held by

Youth Action for Peace

in co-operation with the

European Youth Centre

of the Council of Europe

20-27 March, 2005

European Youth Center Budapest (EYCB)
Budapest, Hungary

This report gives an account of various aspects of the study session.

It has been produced by and is the responsibility of the educational team of the study session.
It does not represent the official point of view of the Council of Europe.

DJS/EYCB/YAP/2005/066

Budapest 05.09.2005

Training on Organizational Management focusing on

Voluntary Service & Youth NGOs
Report of the study session held by

Youth Action for Peace

in co-operation with the

European Youth Centre

of the Council of Europe
20-27 March, 2005
European Youth Center Budapest (EYCB)
Budapest, Hungary

The Team would like to thank all those who participated in the organization and success of
this training course. Through your efforts and participation the aims of this training were
achieved. Thank you.

Youth Action for Peace

Avenue du Parc Royal, 3
B 1020 Brussels, Belgium
Tel: +32 2 478 94 10 - Fax: +32 2 478 94 32
exchange-training@yap.org - www.yap.org

Table of Contents
TITLE/TOPIC
Introduction and summary of the training

PAGE
6

Background and Objectives

The programme
General description of the activity
Day 1 Informal Welcome

Day 2 What is Organizational Management

General Introduction to the training, EYC, YAP

Expectations & Fears
What is Organizational Management
Organizational Culture & Organizational System
NGO Market

Day 3 Leadership & Managing Self

Self Awareness & Motivation

What is my motivation?
Mapping skills level
Learning how to learn Learning Styles
Managing Resources
Time Management
Stress Management
Leadership & Communication
Intercultural Evening

Day 4 Managing People & Team Work

13

18

Leadership Styles
What Animal are you?
What is Human Resources Management?
Managing Styles
Motivating people
Exploring What motivates us Hygiene Theory

Day 5 Fundraising & Financial Management

22

Accounting
Fundraising for Non-Governmental Youth NGOs

Day 6 Organizational Development & Strategic Planning

24

Organizational Development
Organizational Tools
Strategic Planning
Organizational Development Case Study

TITLE/TOPIC
Day 7 Action Plan & Open Caf

PAGE
28

Personal Action Plan

Results of Case Study
Open Caf
Evaluation

On-line Background Readings

31

Annex
Annex 1 Expectations & Fears

32

Annex 2 Organizational Structure/Organization Organigram

35

Annex 3 Iceberg of Culture

38

Annex 4 Organizational Culture

39

Annex 5 Learning Styles

40

Annex 6 Leadership Styles

42

Annex 7 - Management Styles

43

Annex 8 Accounting & Finances

44

Annex 9 Strategic Planning

49

Annex 10 Case Study

50

Study Session Programme

52

INTRODUCTION
The activity was a training course on Organisational management for youth leaders and youth
workers or managers of NGOs. It has addressed particularly those working in youth and voluntary
service oriented organisations.
Having staff, board and active volunteers trained on Organisational Management is highly needed in all
NGOs. There is a high turnover of people due to the nature of these organisations, programmes and
activities as well as funding sources may change on regular basis, increasing the need to implement
regular training on issues underlined in organisational management general principles.
Youth Action for Peace wishes to train its most active volunteers as well as the staff and board members
of its members organisations or partners on Organisational Management, to increase the overall
management of those organisations, and therefore to ensure a bigger process of capacity building, or
professionalism and of sustainability, as to reach their vision and mission.
Within Youth Action for Peace we are convinced that peace can only be reached through active
participation. And this implies to have the necessary, appropriated and accurate tools as to not only
encourage young people to take an active role in the organisation and contribute to its aims and
objectives but also to have the space and the opportunity to do so.
Taking into account the general lack of human resources, the constant pressure staff and boards have
while performing their tasks in a -most of the time- difficult environment, the lack of knowledge
about their own structure and working cultures as well as the consequences of these daily difficulties,
the members of YAP have decided to organise a training course on Organisational Management.
This training course addressed youth leaders and youth workers, and in particular those coming from
youth and organisations working with voluntary service, as those may have some specific aspects to
deepen at organisational level due to their specific programmes and target groups.
The main aim of the training course was to train and empower participants to develop competencies
to manage youth organisations (with a focus on voluntary service oriented ones) as to contribute to
sustainable and developed participation of young people.
The objectives of this training course were:

To raise participants' awareness about organisational management principles and mechanisms

To raise participants' awareness and understanding of their working environment and conditions
To work on strategic development of the organisations and other managerial tools
To work on and address participants competencies (attitudes, skills and knowledge) in managing
their organisation the people and themselves.
To share about organisational experiences and models in the different organisations represented
(explore the issue of organisational cultures)

The programme included the following elements:

What is Organisational Management?

What is our working environment?
What is our working culture?
Key elements of Strategic Planning (including environmental scan etc.)
Key elements of financial management (fundraising, budgeting, financial management)
Workshops on issues such as teamwork, Human resource management, Public relation and Lobby,
Ethic in management, Leadership, Stress and time management.

Description of the activities

Participants arrived on the 20th of March, 2005. Upon arrival they were provided with a folder
containing: badges, paper, pen, some documents on the Training Course, and the programme.
Everyday there were group building activities for instance:
Energizers some of the participants and team members were assigned to do energizers for the
group every morning and after lunch break.
Daily reports the participants had to sign up (in pairs) for writing the daily report.
The daily evaluation the whole group was divided by the prep-team into 4 groups that met at the
end of each day to discuss the day, the program and the methodologies used.
Social Committee a group of people got together and worked on designing and coming up with
social and cultural activities for the evenings.

Sunday 20.3.2005
Welcome
The evening started at 20.30pm with a brief general introduction, basic practicalities, followed by icebreaking games and activities to get to know each other.

BALLON GAMES
Part 1: Whats your mood?
Everyone stands in a circle and receives a balloon. The facilitator asks questions about how the
participants feel at this moment, how long their journey was how tired they are, etc. The participants
should blow the balloon according to their mood and how they feel (the bigger the balloon the more
positive/intense).
Part 2: Introduce your balloon
Everybody receives a marker and has to personalize his/her balloon by giving them a name (their
name), a country and a face. Then everyone introduces their balloon to the group.
Part 3: Balloons dance
Throw all the balloons to the middle; each person picks a balloon (that is not his/hers) and tries to
find the person whom the balloon belongs to.
Part 4: Balloons competition
Everyone is asked to tie the balloon to their ankle and run around trying to blow other people's
balloons and protect his/her own balloon. Last survivor wins.
LETTER GAME
On the ground in different corners of the room there are (A4) papers with the different alphabetical
letters written on them. Participants are asked to go to the first letter of their country and find the
names and countries of the others standing next to the same letter.
Second part participants are asked to go to the first letter of their name and find once again the
names of the people standing in the group with the same letter.
The third part - participants and team, standing on their chairs in a circle, are asked to form a line
according to age (younger in front and older at the end) without stepping down from their chairs.
Announcements about social committee, reporting groups, etc.

Monday 21.3.2005
WHAT IS ORGANISATIONAL MANAGEMENT
General Introduction EYCB, YAP, TC OM Objectives
Expectations/contributions & Fears
What is Organizational Management?
Organizational Cultures & Organizational System
NGO Market

MORNING
The morning started with a round of introduction where a ball was passed around from one person to
the other and each participant got a chance to say his/her name, country, and organization. The
general introduction was followed by a presentation of the goals of the training course, introduction
of EYCB (by Antje Rothemund Director of EYCB), introduction of YAP (by Gisele Evrard
International Secretary), and expectations/fears (by Team).
EXPECTATIONS & FEARS
Participants were given 15 minutes to think individually about their expectations and fears regarding
this training, wrote them down and posted them on the corresponding flip chart.(Annex 1)
ORGANIZATIONAL MANAGEMENT
What is Organizational Management?
Why Work on it?
Why improve it?
This was the first session discussing the topic of the training organizational management. The
objective of the session was to provide a general concept for the group of what do we mean when we
talk about an 'organization', what do we mean by organizational management and why it is important
for successfully managing an organization.
What is an organization?
A group of people intentionally working together to accomplish an overall common goal or set of
goals and with a common structure setting the organizations vision, mission, values, strategic goals,
strategies, and processes.
The following step was to define the structure of the participant's organization (hierarchal, flat, project
management structure, or network structure) to allow them to understand decision making process
and flow information within that structure, possible difficulties, how such a structure could

10

facilitate/hinder work, etc. For this part of the session each participant was asked to design/draw an
organigram of their organization indicating the various departments, number of people and their
gender in each department, their roles/responsibilities, flow of decision making, positive/negative
aspects of such a structure, mission, vision and values of the organization, etc. (Annex 2)
Participants were then grouped together based on the type of structure they had (hierarchal, flat,
project management structure, or network structure) to look at what they consider as
positive/negative aspects of this particular structure and how do they see it possible to improve the
system without changing the structure itself.
Finally there was a discussion on the need to understand why an organization may need to change , if
at all, (but the organisation needs first to look at whether they need to change the structure or just to
improve the existing one), properly plan the change, communicate the desire for change to everyone
in the organization/team and get their feed back. Important points to consider while in the process of
change is that: change takes time, try to manage change rather than control it, the need to
acknowledge successful accomplishments, and to sustain change you need to include the
organization's strategic planning, policies and procedures.

AFTERNOON
ORGANIZATIONAL CULTURE
The afternoon session focused on the culture of organizations, and their systems, becoming visible
through the different symbols and behaviour used by its members. The positive and negative aspects
of different organizational cultures have been discussed. As to illustrate how the different cultures
work in practice participants did an energizer where they positioned themselves according to the
models shown on transparencies (not yet knowing what these models represented). While standing in
these positions the participants were asked to mention points of weakness and strength as they could
observe from the different models. In the first figure (club culture) there were only women standing in
the center. In the second one (role culture) participants were complaining about the lack of overview
and not seeing the leader. In the third model (task culture) there seemed to be communication
problems. The fourth model (person culture) there was a lack of contact between the different small
groups.

11

The iceberg model of culture was presented. (Annex 3)

A number of different organizational cultures were being elaborated on. These were club culture, task
culture, person culture and role culture. The participants were divided into small groups. In each
group there was a discussion regarding the positive and negative sides of each of the cultures. (Annex
4)
One argument that was raised was that "cultures are always mixed" meaning that there is no
organization which a genuine club culture, role culture, task culture or person culture. Rather there
would be different levels of the different culture concepts in every organization. It was also pointed
out that culture and structure are mutually interdependent. (For further information and definitions
please check - Source : Handy, Charles (1990) Understanding Voluntary Organisations)

Source: Organizational Management T-Kit, the Council of Europe and the European Commission.

12

ORGANIZATIONAL SYSTEMS
During this session the group was looking at a broader perspective of organisations a comparison
with eco-systems. The session started with a slide show of the different existing eco-systems (simple
and complex ones) while pointing out the existence of subsystems, hierarchies, inputs/outputs, etc.
Organisations as systems
The idea of systems in management has biological antecedents. The principle of a system's approach is
based on the view that the organization is a unified and directed system of interrelated parts. The
significance of the term system is the recognition that organisations are complex and dynamic
social bodies with interdependencies both internally and externally.
Dynamic elements in systems:
Mission What do we want to represent? How we want to be seen?
Objectives - Specific courses + plans towards an end
Goals - Desired end states
Vision What do we want to reach/change...?
Strategy Is a process; way of realisation; overall routes to goals, outcome of conflict & negotiations.

NGO MARKET
The aim of the NGO Market was to introduce all the NGOs present at the training without going into
long presentations and explanations but rather give the participants the chance to go around and
discover these NGO (each organization had a stand where they could present their logo, motto,
structure, objectives, activities, mission, vision, etc). The presentation was to be like a business card simple, creative and informative.
The market was installed as a permanent exhibition, which was used by participants whenever they
wanted or had some free time, to get information from different NGO. Additionally the different
presentations showed the diversity in NGOs present and their different systems/structures, activities,
etc. The market gave the opportunity for further contacts and future networks with other NGO and
allowed many organizations to go shopping for partners.

13

14

TUESDAY 22.3.2005
LEADERSHIP & MANAGING SELF
Managing Self motivation, organisational skills, learning styles
Managing resources time, stress, communication
Leadership in Organizational Management
Intercultural evening

The second day of the training was dedicated to develop/improve personal skills and abilities of
participants to allow them to better handle different situations, to identify their own learning styles (as
well as others), to evaluate how they manage/deal with time, stress and communication, and how they
approach leadership both as a leader and as a follower. The session started by identifying each
participant's motivation to be involved in youth work and their organization and from there we built a
self exploring day.

MORNING
Before managing our work, our organisations, different projects, our co-workers, etc. we first need to
learn to manage ourselves, which means we need to be aware of our personal motivation, skills, and
working/managerial styles and abilities. This session approached the personal level of the
organisational management. Through the day's activities participants had the opportunity to analyse
different aspects of their work aiming to improve the outcome/results. Although the activities
presented a common group goal, the different exercises remained focused on the personal level.
SELF-AWARENESS AND MOTIVATION
What is my motivation?
The day started with an individual activity self-reflection on what is my personal motivation for
doing voluntary/youth work and working in the NGO-field. The group was split in pairs for exchange
of ideas and motivations. After discussion in pairs the group met in plenary to explore common
motivation, similarities and differences in order to understand and discover other peoples motivating
factors and common objectives.
Mapping skills level
The next level was to identify which are the personal skills necessary for youth work, focusing on
organisational management. Participants received a chart with a flower shape with several petals. They
had to place one skill in each petal and to rate it according to their competence in using that skill. The
levels of rating were from 1- 5 (1 the lowest and 5- the highest). After mapping and rating their
organisational management skills, they had to choose the skills they want to work on during the
training and what is the motivation for it. The last part of the exercise was a small group discussion to
share between themselves the skills they want to improve.

15

Obviously everyone of us wants to improve some particular skills while participating in this training
course. And we should use the opportunities to learn, because improving is very much connected
with learning. But have you ever thought about what kind of a learner you are? You have probably
noticed (at school, universities, non-formal learning activities etc.) that different people have different
approaches towards learning this is due to the different learning styles people have.
LEARNING HOW TO LEARN - LEARNING STYLES
The way in which individuals tackle a learning situation depends upon a number of factors. Principal
amongst these is what psychologists describe as personality; by this psychologists generally mean what
makes one person different from another, although some would separate intelligence from those
differences. There have been many attempts to classify the different factors of personality and to measure
them but those do not need to concern us here except as they influence learning and teaching styles.
(Annex 5).
During this part of the session the participants were given the possibility to find out what their
learning styles are, how to create learning opportunities and how to support learning process for
themselves and the other. For this, each participant completed a learning style test (Honey and
Mumford), then they received a description of each learning style and suggestions on how to create
learning opportunities. This test helped participants to understand how they learn, and how other
people learn. It also gave them the opportunity to look at the needs of the people they work with or
interact with in any given situation. Participants found the test useful to reconsider their approach in
working with young people in order to do their best in giving equal learning opportunities for each
learning style.
MANAGING RESOURCES
The second part of the morning session was dedicated to identifying the different elements for managing
time, stress and communication. The trainers started with a short exercise to identify which were the
resources that a manager needs to manage and deal with. The list included volunteers, staff,
money/finances/budgets, material/resources, time, stress, communication, etc etc. These three elements
were introduced through different exercises and activities.

Time Management
Time is a relative concept. each person can give a different understanding of it and one can see that each
person has his/her own way of understanding time and relying on it. This part of the session showed
participants different perspective on the concept of time and a few tools to increase their time
management. EXERCISE: All participants were asked to stand up and count from 1-60, 60 seconds, with
their eyes closed and as soon as each of them consider that 60 seconds has passed to open their eyes and
sit on their chair. According with their personal relation with time and cultural values, each participant
had a different understanding of 60 seconds, therefore everyone sat in a different moment. Once this
was clear, we explored other criteria which may influence the understanding of time and the value each
person gives to time: how do individuals relate to time, controlling time, myths about time management,
better ways for time management, setting priorities, etc.

16

Stress Management
Not all stress comes from internal, unwarranted, and obsessive feelings. Real factors exist that pressure
people into that familiar feeling of being overwhelmed. This seems especially true in todays
technologically enhanced society, where information overload has created a virtual tidal wave of
responsibilities for most workers. Often, these lie beyond our control. In fact, this lack of control
represents the single most important factor contributing to stress. Since people react differently to
stressful situations, it was important to look during this session at symptoms of stress, cultural aspects
of stress, personal characteristics that could reduce/enhance stress, myths about stress and how to
handle/manage stress. To identify possible factors that cause stress one could consult social
readjustment scale by Holmes & Rahe:
(http://www.shs.csupomona.edu/online/assessments/Social_Readjustment_Scale.PDF).
Symptoms of stress can be physical or behavioral.
symptoms at physical level include:
- fast breathing
- dry mouth and throat
- clammy hands
- feeling hot
- tense muscles
- indigestion
- diarrhea
- constipation
- undue exhaustion
- tension headaches
- nervous twitching
- fidgeting

Behavioral symptoms of stress include feeling:

- upset, worried, and tearful
- irritated by others
- misunderstood
- powerless
- unable to cope
- restless
- a failure
- unattractive
- de-motivated

17

AFTERNOON
LEADERSHIP AND COMMUNICATION
During the afternoon session the group continued working on elements related to managing self,
improving communication and personal leadership in the form of coaching. These skills were presented
through 2 exercises. The first one was linked to emphasizing group communication and how personal
leadership interfere. The second one was about building trust based on leadership and different forms of
communication.
COMMUNICATION EXERCISE
LEGO FIGURES
Participants were split into 8 groups of 4 pax/group. 4 groups received a lego figure and the other 4
groups received some lego pieces. Each team with a lego figure will have a twin team with equal
pieces of lego to build a similar figure. Each team sit in a circle without facing their twin team.
The team which has the figure has the task to give instructions to their twin group to build a similar
figure but without showing the figure itself and without looking at each other. They are only allowed
to speak, but not to show the figures. Time for task: 20 30 min.
Following the exercise the group met together to discuss difficulties faced, strategies used, group
management, leadership, communication methods, etc.
TRIPLE COMMUNICATION
Participants were split in small group of 3 persons each. The task of each team was to find an object
hidden by the team. Each group has an object to find and some obstacles to avoid under the certain
conditions. The rules of the exercise were:
The first member cannot speak with the other and see the object or the others 2 members
but can only walk and hear the instructions of the second member.
The second member cannot see the object, cannot walk but he can only see the third
person, is allowed to stand on one position and to talk.
The third member can see the object and the other members but cannot walk or talk.
Time for task: 20 minutes. Following the exercise the group met together to discuss difficulties faced,
strategies used to explain directions, elements of confusion (if any), communication methods, reasons
for succeeding/failing in finding the object, responsibilities of the group leader, team
work/cooperation, etc.
Trust is a value that leadership is based on, both for the person who is lead or the one who leads.
Once trust does not exist, it is impossible to finish a task in time and at the required standards. The
closure of the day was a short discussion about leadership styles which are connected with the persons
one works with, the task and the given settings. Therefore, leadership is always situational and we need
to adjust our way of leading people according with the needs of the people we work with, their skills,
the complexity and type of the task, the level of responsibility and the conditions.

18

COMMUNICATION
Communication is a topic for training course all by itself. The trainers for this session worked on
highlighting several key points as a fruit for thoughts in terms of myself and how successful am I in
my working communication. The main elements in the communication process: verbal communication,
vocal communication, and visual/non-verbal communication.
Body language:
eye contact;
facial expression;
touch;
hand and head movements;
physical separation;
and body orientation.

Key elements of the effective communication:

eye contact;
posture and movement;
gestures and facial expression;
voice and vocal variety;
language, pauses and non-words;
listeners involvement;
use of humour;
and being your self.

Barriers to communication:
physical barriers distance, noise, lack of time, mechanical/technical breakdown;
psychological barriers for the sender: lack of understanding, emotional involvement;
psychological barriers for the receiver: distractions, emotional involvement, other emotional states,
lack of interest, lack of readiness to accept the information;
semantic barriers relative meaning of many words, not finding the suitable word, limited vocabulary
for perceiving/understanding, different languages, use of jargon.

INTERCULTURAL EVENING
The aim of this Intercultural Evening was to provide participants with the opportunity to know each
other better in an informal setting, tasting the national food and drinks of the different countries and
listening to traditional music from all participating countries. The Intercultural Evening was organized
by the Social Committee, which was in charge of arranging all the necessary materials and equipments
for the evening as well as for the entertainment programme of the evening.

19

WEDNESDAY 23.3.2005
MANAGING PEOPLE & TEAM WORK
Managing people & leadership styles
Motivating people
Team Work

The most important aspect of leadership is having a reason for leading beyond investing in your own
ego.. Always check your intention. Ask yourself why you lead.
Sharon Wood
The first American woman to reach the top of Everest

MORNING
After looking at skills and qualities of oneself, this session's focus was more on skills linked to dealing
with and managing others. The participants were looking at leadership styles, types of groups they deal
with/need to manage, sharing and communicating visions and beliefs, team needs, skills and abilities,
etc.
LEADERSHIP SYTLES
Although there were 6 main leadership styles that were discussed during this session, in real life
situations one may mix or combine two or three styles of leadership depending on the situation, type
of project, the group managed, etc. The main styles that were mentioned during this session were:
teller, seller, tests, consults, joins, and delegates. (Annex 6)
LEADERSHIP EXERCISE WHAT ANIMAL ARE YOU?
In order to understand what type of leader one is, one must identify ones own characteristics. It is
difficult to evaluate yourself, so the trainers asked the participants to see what animal they would
identify themselves as and what animal they would identify the person next to them as. The
methodology meant that participants could see what characteristic they thought they themselves had
and how they were perceived by others. Understanding your characteristics is the first step to
developing a leadership style.
Note
Leaders are not born they are made, so if there was something you didnt like you can work on it!
You are out of your natural environment and therefore the perception of others may not be an
exact reflection on what style of leader you are.
Finally, cultural differences play a big role in how others see you.
WHAT IS HUMAN RESOURCES MANAGEMENT?
This session is focused on looking at the different elements (skills) that a leader/manager may need in
order to mobilize his/her team. These elements include: manpower planning for the organization

20

based on the organization's capacity/projects/workload, recruitment and selection where there is a

need for regular evaluation of the organization's needed vs. what skills people have, encouraging and
motivating employees/volunteers to reach the organization's objectives, regular evaluation and followup, benefits for employees/volunteers, and finally training to allow people to develop and use their
full potentials.
MANAGEMENT STYLES
Like leadership styles there are management styles. And in-spite of having four main managerial
characteristics, like leadership, in real like situations people combine and mix managerial styles
according to the situation, group, project, etc. (Annex 7).
For this part of the training the team used a simulation where the participants were split into four
groups, each group had a case/situation where they needed to resolve, the characteristics of the
leader in each situation corresponded to one or more of the management styles. There were two
observers for each group to note the changes in the situation, people's behaviour and attitude,
whether or not the group was able to resolve the problem or accomplish the task they had.
Conclusion - Managing people involves:
Listening to peoples needs
Support, supervision and appraisal
Delegating tasks
Defining function of each person
Knowing the people skills, attitudes, personal objectives
Dealing with internal communication
Recruiting/Training
Finding a balance between adapting job to a person and person to a job
Dealing with situations when someone leaves the organization why they left, what left defined,
experience hand-over
Defining changes, functions, roles and jobs
Taking care of social/health insurance, pensions, taxes, etc

AFTERNOON
The session started with an energizer called Stone, scissors and paper. The group was put in a circle.
During the game we had to look for identical animals. Once opposite to an equal animal the game
Stone, scissors and paper started. The winner of that game (scissors over paper, paper over stone and
stone over scissors) transformed himself in the next animal and had to look for en equal animal etc. In
this way the participants transformed from an egg, to a chicken, to a bird and finally to superwoman.
MOTIVATING PEOPLE
This session was introduced through a set of questions that the participants were asked to take some
time and think about the answers according to their own situation/reality:
Are you satisfied with your current work? (too much administrative work)

21

What is the motivation for doing your work? (learning, altruism)

Are there any similar motivations? (learning, joy, altruism)
Why are you attending this training? (plight or will or even intense desire)
How do you motivate other people? What do you want them to do?
Hoe do you get them interested in the activity?
How do you keep/sustain them interested in the work?

As many of us find it sometimes really frustrating and hard to work with young people/volunteers
(most of the participants are involved in youth organizations) because sometimes they dont have
specific aims or they are hard to motivate. This exercise is to allow people working in organization to
have a closer look at the tasks they give to their volunteers, the image of their organization, and how
could they find the right balance between needs of the organization and the skills available.
Individually each participant had to write a call for volunteers. In the announcement they had to put
the following elements; the tasks and responsibilities of the job, the vision, mission and culture of the
organization. It had to be written in an attractive and motivating way. They were given 10 minutes to
draft the announcement. Then in groups of six the individual announcements were discussed and each
group came up with a common announcement containing the common elements and conclusion
about the way to best recruit a volunteer.
The announcement had to include: the organization's logo, requirement/task description, details of
the organization, responsibilities, basic skills, working conditions/hours/environment, challenges and
benefits. Each group gave a presentation on their findings. The groups had different approaches. Some
gave a very clear overview on what a announcement should contain.
EXPLORING WHAT MOTIVATES US
HYGIENE THEORY
During the session a brief introduction of Frederick Herzberg's 'hygiene theory' in-relation to
motivating people was presented. Herzberg was interested in finding out which factors in an
employee's work environment caused satisfaction or disbursements. His book The Motivation to Work
(1959) introduced the various factors causing job satisfaction and motivating people to work. He called
these factors the hygiene factor using the term hygiene in the sense that they are considered
maintenance factors that are necessary to avoid dissatisfaction but that they by themselves do not
provide satisfaction. Elements leading to satisfaction: achievements, recognition; work itself,
responsibility, advancement and growth. Elements leading to dissatisfaction: company policy,
supervision, relationship with boss, work conditions, salary and relationship with colleagues.
Myths about motivation:
Basic principles about motivation:
1. Money is a good motivator
1. Firstly motivate yourself
2. Fear is a good motivator
2. Align the individual goals with the general goals
3.Increased
job
satisfaction
means
increased 3. Understand the individual motivation
satisfaction
4. Supporting the staff is an ongoing process
4. I cant motivate people (matter of being motivated 5. Support the staff to increase quality
yourself)
6. Recognition, involvement and communication are
important to gain staffs loyalty

22

TEAM WORK
COOPERATION SQUARES
The group was divided into five smaller groups of nine participants each. All participants were given a
packet of cut papers (see shapes below). Each group had a set of papers these papers could form a
number of squares. Each member of the group had some pieces of paper and they had to try to form
a square. If the person realises that one or two of the pieces are not of use to him/her, in this case
they would need to pass this piece to someone else. The rules : Giving papers was allowed, taking was
forbidden. No verbal or non-verbal communication is allowed. Any interaction was forbidden.
Using any other materials was forbidden.

After the game the participants were asked about their methodology of work: how did you feel, what
was your role, how did you feel when you had no pares in front of you, what did you feel when your
square was finished and the squares of the rest were not, was there some form of hidden
communication, were any codes established, how did you feel upon cheating the rules,?
The game was about teamwork and communication. As there was no verbal or non-verbal
communication allowed the central key to the exercise was patience, trust, helping each other,
cooperating, taking into account the needs of others. It was interesting to see that some people were
only focused on their task and did not think about the rest of the group. There were also others who
had a general overview and were trying to pass pieces to help others build their squares. Some people
found it hard not to intervene verbally especially when they could sometimes see the solution for the
square but could not tell their peers.

23

24

THURSDAY 24.3.2005
FUNDRAISING and FINANCIAL MANAGEMENT
Fundraising Methods (private vs. public)
Financial Management
Free afternoon

MORNING
ACCOUNTING
The importance of finances in NGOs was the main focus of the morning session given by Lidija Buri.
Finances/accounting is not only to deal with money and cash flow but more to look for resources to
guarantee the work of the NGO and probably extend it. Although it sometimes seems to be not a very
attractive task to raise funds and manage finances, participants were very interested in this session,
which was made through exercises and simulations as interactive as possible. Due to the lack of
competence of many participants in this field the implementation of practical tools (such as budget,
accounts, types of expenditures, cash flow) helped a lot for a better understanding. (Annex 8)
The following topics in relation to management of finances - have been addressed:
a) Establishment of annual and monthly budgets/different types of budgets/example of budget and
budgetary calendar
b) Organizing accounts/chart of accounts/ presentation of accounts
c) further tools of Financial Management (NGO budget, income/expenditure statement, cash flow
forecast)
Definitions:
ACCOUNTING is the design and maintenance of the system for the recording and counting of sums of
money, the value of property, and the records and reports associated with these sums.
Chart of Accounts - system that typically organizes these figures into categories
Bookkeeping is the process of recording transactions (revenues and expenditures) in the accounting
system.
underlying documents (e.g., receipts, deposit slips, purchase orders, etc.) the chronological journalizing
of transactions (including explanation and account code ledger.
A Trial Balance is a listing of all the accounts appearing in the general ledger. It is used to make sure the
books are "in balance" total debits and credits are equal.

25

FUNDRAISING FOR NON-GOVERNMENTAL YOUTH NGOS

This session looked at the basic principles of fundraising and aimed to encourage participants to think
outside the box of conventional fundraising when looking at their own organisation. To be able to
successfully fundraise, an organisation must understand who it is and what it intends to achieve. Many
youth focused organisations fail to fundraise due to a variety of reasons stemming from a lack of
consideration of the bigger picture. Motivation is clearly a key to successful fundraising however
without the dedication to research, an organisation can fall before it has begun. The biggest task and
probably the most important while working on fundraising strategy is prospect research. Major gifts
of capital fundraising is 90% research and 10% solicitation. To be successful, it is essential to be able to
identify a large number of potential prospects.
4 Main Steps in Fundraising:
Primary Research
Assigning gift ratings
Secondary research
Prospect Evaluation

Golden Rules in Fundraising:

Do your homework
Prepare your application fully
Leave time
Dont beg
Be enthusiastic
You are not asking for money, you are selling an idea

AFTERNOON
Following the morning session and after intense discussions on budgets, finances, and fundraising the
participants had half a day off to explore Budapest and enjoy a free afternoon. Everyone met in the
evening for dinner at the city center.

26

FRIDAY 25.3.2005
ORGANISATINOAL DEVELOPMENT & STRATEGIC PLANNING
Organisational development & quality management
Managing process of organisations strategic planning
Case study organizational development

MORNING
ORGANIZATIONAL DEVELOPMENT
This session was given by Maik Httinger. The group discussed issues such as Theroetical models, OD
in NGOs, how to make OD successful, what are the problems and proccess. The lecture was interactive
and the participant's concentration was kept on the theme all the time. The main point which was
mentioned is that almost every theoretical thing was based on practical issues or on daily examples.
The lecturer gave a presentatino and tips on OD, good presentatino skills, how to use body language,
how to keep eye contact between speaker and listeners which is very importnat and essential in
managment as in daily life. It helps to express opinion and to make arguments for what you believe
on. The speaker presented some background theory and then provided organizational tools and steps
to allow for smooth yet efficient OD.
What is Organizational Development?
is a discipline that specifically addresses the capacity building of human organizations. OD has its
roots in psychology, sociology, business administration, economics and to some extent in
environmental science.
Dilemmas of Organization
Centralization vs. Decentralization
Global vs. Local
Efficiency vs. Effectiveness
Professionals vs. Line Management
Steps how to accomplish Organizational Development:
Changing the individuals who work in the organization
Changing various organizational structures and systems
Directly changing the organizational climate or interpersonal style
LEADING CHANGE by John P. Kotter
Eight Steps to Transforming Your Organization
1. Establishing a Sense of Urgency
2. Forming a Powerful Guiding Coalition
3. Creating a Vision
4. Communicating the Vision
5. Empowering Others to Act on the Vision

27

6. Planning for and Creating Short-Term Wins

7. Consolidating Improvements and Producing Still More Changes
8. Institutionalizing New Approaches
ORGANIZATIONAL TOOLS
The Ten Commandments
1. Analyze the organization and its need for change.
2. Create a shared vision and common direction.
3. Separate from the past.
4. Create a sense of urgency.
5. Support a strong leader role.
6. Line up political sponsorship.
7. Craft an implementation plan.
8. Develop enabling structures.
9. Communicate, involve people, and be honest.
10.Reinforce and institutionalize change.
Be the change you want to see in the world Mahatma Gandhi

AFTERNOON
STRATEGIC PLANNING
The afternoon session focused on strategic planning as a tool in organizational change. Many
participants were familiar with strategic planning issues, even took part in it in their organizations. The
group also identified the internal and external stakeholders and the relations between them. After
individually analysing the internal and external stakeholders of our organizations and the level of their
influence and importance to us, as well as what we need from them. Participants were asked to
develop a S.W.O.T. profile of their organization - identifying strengths, weaknesses, opportunities and
threats and putting all of them in inter-correlation. In this way we reached to the organizations
strategies that easily can be transformed into an action plan, with concrete goals and objectives.
(Annex 9)
Following the theoretical background the participants were asked to:
1. Identify external and internal Stakeholders of the organisation (see below)
2. External stakeholder analysis: how they influence the organisation, what we need from them and
their importance for us.
3. Internal stakeholder analysis: how they influence the organisation, what we need from them and
their importance for us.
4. SWOT analysis + organizations strategies

28

S.W.O.T. Profile of your Organization

Take a few minutes to think about your organization as it exists today. What are:
1) the things the organization does best (i.e., strengths),
2) the things the organization is currently doing that it could be doing better (i.e., weaknesses),
3) the things the organization should be doing that it is currently not (i.e., opportunities) and
4) the things that could threaten the organizations continued existence (i.e., threats).
Please list below those things you believe to be the organizations most important.

1) Strengths

External environment of the organization

2) Opportunities

3) Weaknesses

Internal environment of the organization

4) Threats

Organizations strategies

Opportunities

Threats

Strengths
How can we use the strengths of
the organization in order to
fruitful identified opportunities?
How can we use the strengths of
the organization in order to
minimize the identified threats?

Weaknesses
What can we do to overcome the
weaknesses of the organization in
order to fruitful identified
opportunities?
How can we minimize the
weaknesses of the organization in
order to reduce identified threats?

Resources
Bryson, J.M. (1989). Strategic planning for public and non-profit organizations. San Francisco: JosseyBass Publishers.
Caffarella, R. (1994). Planning programs for adult leaders: A practical guide for educators, trainers and
staff developers. San Francisco: Jossey-Bass Publishers.
Conklin, N.L., Jones, J. and Safrit, R.D. (Winter, 1992). Values: Acting on our shared beliefs. Journal of
Home Economics, p. 127-131.
Luther, D.B. (1995). Putting strategic planning to work, Leadership.
Safrit, R.D. (1990). Values stratification in the strategic planning process for adult education
organizations, Unpublished doctoral dissertation, North Carolina State University, Raleigh.

29

ORGANIZATIONAL DEVELOPMENT
Once the participants had been given the practical tools to run an organisation, the team wanted to
assess just how much information they had taken on board. We formulated a case that encompassed
the difficulties involved in organisational management and created a fictitious organisation. In order to
be successful they had to develop a strategy, coordinate between teams and think outside the box.
The case study aimed at giving the participants the possibility to apply in a training situation what they
have learned so far during the training course. They were divided into 2 big groups (A and B) and to
form 3 different subgroups within teams A and B. The participants were given the possibility to choose
themselves which of the teams and which of the 3 working groups to join. Then the participants were
given 2 sessions time to work on the case study. The Prep-team was available for consultations during
the working time. (Annex 10)
The participants gained a great deal of insight into how they themselves worked and therefore what
they had to learn in order to be more efficient in their roles.

30

31

SATURDAY 26.3.2005
ACTION PLAN & OPEN CAF

Action Plan
Results and discussion on Case Study
Open Caf
Evaluation

MORNING
PERSONAL ACTION PLAN
This session was more of a reflection on the theories, exercises, and trainings the participants have
been through the past days. Each participant was given a paper to write their own personal action
plan, their foreseen plan, objective, aims, activities when they get back to their organization. The plan
would included things they wish to change on a personal level and on the professional level. They had
a set of questions to guide and help them through the process.
1. What I would like to do?
2. When will I do it?
3. What are the steps I need to take in order to achieve my aims?
4. What are the capacities (skills, knowledge, time, etc?) I have that can help me?
5. In which areas I will need help?
6. Where can I get help from?
7. What resources do I need?
8. How do I know when I have completed it?
9. What will be the first step I will put in the agenda?
CASE STUDY PRESENTATIONS
Each team had 30 min for their presentations (10 min per subgroup). Then a general discussion took
place in the plenary. Team B started with their presentations and they seemed to have had several
problems and misunderstandings in the working groups and between them in the team. There was a
definite lack of co-ordination between the subgroups and several issues arose during the discussions.
Team A continued after the break with a well-structured, balanced and harmonic presentation, which
was a result of a working process based on group discussions. The differences between the 2 teams
were so big that the discussion process needed to be changed. During the debriefing process the
teams were asked to draw also some learning points and to present them in plenary for the closing of
the case-study-session.
LEARNING POINTS FROM TEAM B
the importance of listening,
lack of structure and synergy team spirit is needed to have commitment,
shared mission and vision very important otherwise: de-motivation and confusion

32

leader-figure and/or board very necessary to coordinate and ensure that there is space for everyone
to participate
dictatorial leadership is not working
feedback is essential
corporate culture very important, lack of it is demotivating
BEST PRACTICE FROM TEAM A
the teams HR-strategy will be introduce to IAPSS HR-team
team methodology common decisions
time-consuming process but the result is worthy
time management could be improved
a moderator is needed when having a big-group meeting:
even if it is someone from outside
DECIDE TOGETHER WHAT ARE THE TASKS OF THE MODERATOR

AFTERNOON
OPEN CAF
The aim of the Open Caf was to give the participants the opportunity to raise the topics they would
like to further discuss about OM, in addition to form their own projects and cooperation
plans/activities. The open setting with a given time frame allowed them to exchange topics and ideas,
which have been coming up during the week. The relaxed atmosphere was also helpful to digest the
training week before doing the last step - the evaluation.
Some of the issues discussed were:
Organisational development
Planning a youth exchange
Conflict management in organisations
North-South cooperation

33

EVALUATION
The final evaluation was done over a number of steps. The first stage was going through the events of
the past days. For this the participants were asked to lay down on the ground and close their eyes.
With soft music playing in the background and dimmed room light the team took the participants in a
journey through the past days reminding them of the different activities and events they did, the
people they met, the places they visited and the emotions they have been through.
The second stage of the evaluation was a written evaluation. The participants were given evaluation
forms that they completed with more details on each day and session of the training.
The third stage of the evaluation was a general evaluation. The method used was the pie/pizza where
participants indicated on the flipchart their preferences and rate for the general aspects of the training
such as the methods used, the topics discussed, free time activities, accommodation, team, etc.

Finally the participants had the opportunity to discuss the different point and parts of the training with
the team in a general session as well as evaluating their expectations and fears of the first day. At the
end of the session the volunteers received their certificates for the training, a CD with documents and
info related to OM, and some training manuals provided by the CoE/EYC. The evaluation was con
cluded with the participants favourite song hand outs baby hand outs. Then it was time for the
partyyyyyyyy ....

34

35

ON-LINE BACKGROUND READINGS

Starting and understanding your non-profit

http://www.managementhelp.org/np_progs/np_mod/orgs_crs.htm
http://www.managementhelp.org/np_progs/org_dev.htm
http://www.managementhelp.org/
Leadership Styles
http://www.nwlink.com/~donclark/leader/leadstl.html
http://www.motivation-tools.com/workplace/leadership_styles.htm
The Importance of Effective Communication:
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
Team Building: Informal Group Dynamics at Work
http://www.accel-team.com/work_groups/
Awaken the Leader in You
http://editorials.arrivenet.com/edu/article.php/4488.html
Human Resources Principles
http://web.mit.edu/newsoffice/tt/1995/40015/40022.html
Adams Equity Theory Job Motivation
http://www.businessballs.com/adamsequitytheory.htm
Emotional Intelligence
http://eqi.org/toc2.htm
Frederick Herzberg: Exploring What Motivates Us
http://www.skymark.com/resources/leaders/herzberg.asp
Maslow's Hierarchy of Needs
http://web.utk.edu/~gwynne/maslow.HTM
http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html
http://www.deepermind.com/
http://www.wynja.com/personality/needs.html

36

Date/
Time

Sunday
20.3.2005

Monday
21.3.2005

Tuesday
22.3.2005

Wednesday
23.3.2005

Thursday
24.3.2005

Friday
25.3.2005

Saturday
26.3.2005

Sunday
27.3.2005

8 9.00

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

9.15 11

Arrival of
participants
Managing Self

Managing people
&
Leadership Styles

Fundraising
Methods
(private vs. public fundraising)

Results and
discussions on Case
study

Departure of
Participants

11- 11.30

General Introduction
@ 9.30
EYC, YAP
TC OM Objectives

11.30-13
13-15
15-16.30
16.30-17
17-18.30

Coffee Break

Organizational Development
&
Quality Management
Coffee Break

Coffee Break

Coffee Break

Managing people
&
Management Styles

Financial Management

Managing Self

LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

Organizational Cultures
&
Organizational System

Leadership in
Organizational
Management

Motivating People

Free afternoon

Case Study - Organizational

Development

Coffee Break

Coffee Break

Coffee Break

Coffee Break

Organizational System

Leadership in
Organizational
Management

Team work

Case Study - Organizational

Development

Expectations &
Contributions
What is OM?
Why work on it? Why
improve it?

18.30-19
19-20
21.00

Reflection Groups
DINNER
Welcome Drink
@20.30
(Informal
Introduction)

NGO Market

Reflection Groups
DINNER

Intercultural evening

Coffee Break

Coffee Break

Action Plan
Managing process of
Organizations
Strategic Planning (theory)

LUNCH
Open Caf
@15.30

Coffee Break
Evaluation

Reflection Groups
DINNER

DINNER out

Reflection Groups
DINNER

DINNER
Farewell Party
@21.00

37